Hungry Caterpillar Day Nurseries - Hanwell Children Centre

What is it like to attend this early years setting?

Children are settled in this warm, friendly nursery. Babies form close bonds with their key person, and separate from their parents with ease. Children demonstrate high levels of curiosity as they scoop and measure water into different containers. They learn to problem-solve and develop their early mathematical skills. Staff's interactions help children to feel safe and secure.

Children become confident to communicate. They develop their vocabulary through naturally occurring events and planned activities. For example, children learn about pollution and recycling. They talk about rubbish in the sea and link the new vocabulary to meaningful conversations with staff. This extends children's knowledge of the world around them. Children are sociable and behave well. For example, they listen to staff very well, who value children's choices. This helps to promote children's self-esteem and well-being.

All children demonstrate a positive attitude to their learning, including children with special educational needs and/or disabilities (SEND). Children experience a range of activities that support their physical development. For example, they use chopsticks and tongs to transfer noodles between dishes in the role-play area. Children have ample opportunity to access the outside area, where they learn to balance and ride tricycles. This supports children's large- and fine-muscle development.

What does the early years setting do well and what does it need to do better?

• The manager has created a curriculum that focuses on the children's language and social development. She recognises the impact of the COVID-19 pandemic on children. As a result, she has adjusted systems to give babies time to settle, working closely with their parents. For example, babies are greeted by their key person and spend time developing sensitive relationships.
• Older children's learning is enhanced through the learning environment, which ignites their interest. Staff are skilful at following children's lead and extending their learning and development. All children, including children with SEND, make good progress and develop the skills that they need for later learning.
• Staff have reviewed routines around mealtimes. The manager has implemented training and coaching for staff to help to meet children's dietary needs. Older children transition from activities indoors and outdoors with confidence. However, at times, the organisation of routines is not consistent in the baby room. For example, occasionally, while children move between the different areas, some are left waiting for longer periods of time. This means that some children become unsettled, which interrupts their learning opportunities.
• Staff are good role models and have high expectations for children's behaviour.
• They praise children for their good behaviours. Staff teach children about 'kind hands' and talk about different emotions. This helps children to understand the rules of the setting and how to be kind to others.
• Children develop their independence skills. For example, they feed themselves at mealtimes and put their coats on to go outside. Older children know to wash their hands and are confident in using the toilets. However, staff do not always model good hygiene procedures. For example, occasionally, staff wipe children's noses and do not wash their hands.
• The manager has a robust recruitment system in place. She ensures that all staff and students who work with children are suitable. Staff receive ongoing monitoring and supervision sessions to support their professional development. For instance, staff report that they have access to an online learning platform. This supports them to further deepen their knowledge of child development.
• Partnerships with parents are good. Parents are complimentary about the care and education that staff provide for their children. They say that staff are 'wonderful' and regularly share information with them about what their children have been learning. Parents are invited into the setting for parents' evening and are informed of their children's progress. This supports parents to extend their children's learning at home.
• Staff identify any children who will benefit from additional support. They use advice and support from professionals to plan specific support for children. This helps staff to deepen their knowledge to support children's individual needs. For example, staff create activities to support children's listening and attention skills.

What the setting must and should do next

The provider should:

• strengthen the consistency of staff's hygiene practices to support children's understanding of the links between good hygiene and good health
• review the transitions and routines in the baby room, so that children are not waiting for prolonged periods of time that interrupts their learning opportunities.